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Journal of Educational Management Research
Published by Al-Qalam Institute
ISSN : 29629195     EISSN : 29638992     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Journal of Educational Management Research is an international peer-reviewed journal which publishes original and significant contributions to educational management, administration, and leadership, in its broadest sense, from all over the world. This includes primary research projects in schools and further vocational and higher education institutions. This journal encourages contributions that respond to important issues in management education. Contributions may be either conceptual or empirical and are welcomed from any topic area and country so long as they primarily focus on management or organization in education. Although our core areas of interest are organizational behaviour and management in education, we are also interested in leadership, public relation, human resource management, social issues in management, financial management, organizational development, critical management studies, etc. Authors are strongly encouraged to have their work reviewed and evaluated by their colleagues prior to submission for formal editorial review.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 728 Documents
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Organizational Justice and Organizational Citizenship Behavior (OCB): A Systematic Literature Review Ardhiana Naufa Rendha Oktaviani; Meita Santi Budiani
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2653

Abstract

This study aims to examine organizational justice as a predictor of Organizational Citizenship Behavior (OCB) through a systematic synthesis of empirical evidence and to explain the relationship using Social Exchange Theory. The study focuses on how fairness perceptions influence employees’ voluntary behaviors and the psychological mechanisms underlying this relationship. This research employs a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines to ensure methodological rigor and transparency. Data were collected from the Scopus database using keywords related to organizational justice and OCB. From 215 identified articles, 14 empirical studies met the inclusion criteria and were analyzed. The results indicate that organizational justice consistently has a positive and significant effect on OCB across various organizational contexts. Employees who perceive distributive, procedural, and interactional justice are more likely to engage in extra-role behaviors such as helping colleagues and voluntarily contributing to organizational effectiveness. The relationship is strengthened by mediating factors such as job satisfaction, organizational commitment, and psychological ownership. Additionally, organizational justice reduces negative outcomes such as burnout and turnover intention. These findings support Social Exchange Theory, which explains that fair treatment encourages reciprocal positive employee behavior. The study implies that organizations should prioritize fairness in decision-making, reward distribution, and interpersonal treatment to enhance employee citizenship behavior and overall organizational effectiveness.
Quality Culture as a Strategic Driver of Teacher Human Resource Development for Fostering Future-Ready Teachers in Islamic Education Ratna Sari; Herdiana; Zulkhairi
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2656

Abstract

This study aims to examine teacher human resource development strategies based on a quality culture in fostering future-ready teachers within Islamic educational institutions. A qualitative case study approach was employed, involving school leaders, teachers, and quality assurance personnel as research participants. Data were collected through in-depth interviews, observations, and document analysis, then analyzed using NVivo through coding, cluster analysis, tree map analysis, and word cloud analysis to identify key themes and relationships. The findings indicate that teacher development is strengthened through continuous professional development, academic supervision, collaborative learning communities, digital literacy enhancement, and the cultivation of a quality-oriented organizational culture. The study also reveals that quality culture promotes continuous improvement, professionalism, collaboration, and innovation while supporting teachers’ adaptability to educational change. Future-ready teachers are characterized not only by digital competence and 21st-century skills but also by strong moral, spiritual, and Islamic values. The integration of teacher human resource development, quality culture, digital literacy, and Islamic values provides a sustainable framework for preparing adaptive, innovative, and ethically grounded teachers capable of responding to future educational challenges.
PDCA Cycle-Based Quality Management in Islamic Education and Its Alignment with Educational Management Standards Khoirul Umam; Oki Dermawan; Aditia Fradito
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2659

Abstract

This study aims to analyze the implementation of quality management in Islamic educational management based on the Plan–Do–Check–Act (PDCA) cycle and its alignment with the Educational Management Standards stipulated in the Regulation of the Minister of Education, Culture, Research, and Technology Number 47 of 2023. This study employed a qualitative approach. Data were collected through interviews, observations, and document analysis involving school principals, teachers, and educational staff. The data were analyzed using the Miles and Huberman interactive model, while data credibility was ensured through source and technique triangulation. The findings indicate that quality management has been implemented systematically through the four stages of the PDCA cycle. The planning stage focused on educational program design, quality target setting, and religious program development. The implementation stage integrated academic learning, religious activities, character education, and an Islamic school culture. Evaluation was conducted through supervision, monitoring, and regular review meetings, while continuous improvement emphasized teacher professional development, program refinement, and educational innovation. These findings imply that integrating the PDCA cycle with national educational management standards provides a sustainable framework for strengthening institutional governance, improving educational quality, and supporting continuous quality assurance in Islamic educational institutions.
English Teachers' Perspectives on ChatGPT as a Writing Assistant in Narrative Writing: Benefits and Challenges for EFL Instruction Muchlisin Yahya Yanuarsyah; Zainul Aminin
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2670

Abstract

Writing is an essential skill in English as a Foreign Language (EFL) learning, particularly in developing students’ ability to produce narrative texts. This study aims to explore English teachers’ perspectives on the use of ChatGPT as a writing assistant in narrative writing instruction and to identify its perceived benefits and challenges. A qualitative study employing a basic interpretative design was conducted with five English teachers selected through purposive sampling based on their experience using ChatGPT in teaching. Data were collected through open-ended questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings indicate that teachers perceive ChatGPT as a valuable tool for supporting students’ idea generation, language development, and understanding of narrative text structure. It also assists teachers in preparing instructional materials and facilitating classroom activities. However, teachers also reported challenges, including students’ over-reliance on ChatGPT, ethical concerns related to plagiarism, difficulties in monitoring responsible use, and the potential reduction of students’ critical thinking skills. These findings imply that ChatGPT can effectively support narrative writing instruction when integrated with appropriate pedagogical guidance, ethical awareness, and teacher supervision to promote meaningful and responsible learning.
Love-Based Curriculum Management: Cultivating Humanistic and Religious Characters in Islamic Education Adhisthy Anatacia; Abu Yazid Adnan Quthny; Nur Hayati
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2678

Abstract

This study aims to analyze the management of a love-based curriculum in strengthening students' character through the processes of curriculum planning, implementation, and evaluation within an Islamic educational context. A qualitative approach was employed using a field research design with a case study strategy to obtain an in-depth understanding of how compassionate values are integrated into curriculum management practices. Data were collected through semi-structured interviews, non-participant observations, and document analysis, and were analyzed using the interactive model of data condensation, data display, and conclusion drawing/verification. The findings reveal that love-based curriculum management is systematically implemented by integrating the principles of Panca Cinta into curriculum planning, embedding compassionate values into teaching and learning activities through teacher role modelling, value habituation, and personalized educational services, and conducting holistic evaluations that encompass cognitive, affective, and psychomotor domains with the involvement of school leaders, teachers, and parents. These integrated management processes create a humanistic and religious learning environment that strengthens students' empathy, responsibility, integrity, and moral character. The study implies that love-based curriculum management provides a comprehensive framework for integrating compassionate values into educational management and offers a practical reference for Islamic educational institutions seeking to enhance sustainable character education through systematic curriculum governance.
Exploring the Values of Patience and Optimism in Islamic Character Education: A Content Analysis of La Tahzan by Aidh Al-Qarni Aang Kunaifi; Imam Wahyono; Vina Rohmatul Ummah; Ahmad Aziz Fanani
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2680

Abstract

This study aims to explore the values of patience and optimism as fundamental dimensions of Islamic character education embedded in La Tahzan by Aidh Al-Qarni. A qualitative library research approach was employed, using La Tahzan as the primary data source and relevant books and scholarly articles as secondary sources. Data were collected through documentation and analyzed using qualitative content analysis, involving data identification, coding, categorization, interpretation, and conclusion drawing. The findings reveal that the book consistently promotes two core character values. Patience is reflected in perseverance in worship, self-restraint from sinful behavior, and steadfastness in facing adversity with sincerity and trust in Allah. Meanwhile, optimism is expressed through positive expectations for the future, confidence in Allah’s mercy and guidance, and persistence in striving despite challenges and failures. These values are presented as complementary principles that strengthen resilience, self-discipline, and spiritual commitment. The study implies that La Tahzan represents a valuable source of Islamic character education and may serve as a reference for integrating patience and optimism into character development programs and educational practices aimed at fostering resilient and morally grounded learners.
Fostering Self-Regulated Learning Through a School-Based Habituation Program in Vocational Education Sakinah Mawaddah; Nur Jannah; Andi Bahtiar; Muhamad Apriyadi; Yenny Merinatul Hasanah
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2685

Abstract

This study aims to analyze the role of the SIBERTA (Siswa Berhati Imkata) Program as a school-based habituation program in fostering self-regulated learning and strengthening an ecosystem of student independence in vocational education. A qualitative case study design was employed using purposive sampling to select school leaders, advisory teachers, homeroom teachers, and students as participants. Data were collected through observations, semi-structured interviews, and document analysis, and their credibility was ensured through source and method triangulation. The findings indicate that the SIBERTA Program effectively promotes students’ self-regulated learning by strengthening six key dimensions aligned with the Pancasila Student Profile: responsibility, risk management, initiative, autonomous decision-making, self-reflection to reduce procrastination, and consistency in daily learning practices. These findings demonstrate that structured habituation integrated into school culture supports students in developing self-control, learning independence, and positive behavioral habits despite challenges posed by the digital era. The study implies that school-wide culture-based intervention programs can serve as an effective strategy for enhancing self-regulated learning and independent character development among vocational high school students.
The Role of Islamic Education Teachers in Cultivating Religious Character: A Case Study of Boarding School-Connected Vocational Education Reyna Herlina Sindi; Imam Wahyono; Nurul Fatimah; Kholilur Rahman
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2713

Abstract

This study aims to analyze the role of Islamic Religious Education (PAI) teachers in shaping students’ religious character by examining their roles as educators, role models, mentors, and supervisors-partners. The research addresses the need to strengthen students’ religious character amid challenges related to worship discipline, moral consistency, and social influences in vocational education. This study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, observation, and documentation involving seven purposively selected informants consisting of PAI teachers and students. Data validity was ensured through source and technique triangulation, member checking, and audit trails, while data analysis followed the interactive model of Miles and Huberman, including data condensation, data display, and conclusion verification. The findings reveal that PAI teachers play interconnected roles in developing students’ religious character through the integration of Islamic values in learning, exemplary behavior, religious habituation, continuous guidance, and behavioral supervision. The study implies that effective religious character education requires collaboration among teachers, schools, families, and educational environments to ensure the consistent internalization of religious values in students’ daily lives.
Transforming Character: Student Management in Cultivating the Pancasila Student Profile Fitriyah indah Sari; Abu Yazid Adnan Qurtuby; Sollah Solehudin
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2717

Abstract

This study aims to analyze the role of student management in fostering the Pancasila Student Profile character in elementary education through the implementation of managerial functions. A qualitative case study approach was employed to obtain an in-depth understanding of student management practices in the natural school setting. Data were collected through semi-structured interviews, observations, and documentation involving the principal, teachers, and students. The data were analyzed using data reduction, data display, and conclusion drawing, while credibility was ensured through source and technique triangulation. The findings reveal that the implementation of student management effectively supports character formation through four integrated management functions: planning, organizing, actuating, and controlling. Planning was carried out by integrating character development into school programs, organizing through the distribution of responsibilities among school members, implementation through daily habituation and the Pancasila Student Profile Strengthening Project (P5), and controlling through continuous observation and character evaluation. Teacher commitment and exemplary behavior emerged as key supporting factors, whereas an unconducive classroom environment remained a significant challenge. The study implies that integrating student management functions into school practices is essential for promoting sustainable character education and strengthening the implementation of the Pancasila Student Profile in elementary schools.
Institutional Capacity for Governmental Protocol Policy Implementation: Evidence from a Regional Bureaucracy Novi Astova Asnah; Dwi Putranto Riau; Susanti
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2725

Abstract

This study aims to analyze the institutional capacity of a regional leadership administration bureau in implementing protocol policy and to identify the factors influencing such capacity. A qualitative case study approach was employed. Data were collected through in-depth interviews, observations, and document analysis involving ten informants representing internal administrative staff, related government agencies, local government officials, and regional leaders. Data were analyzed using the Five Core Capabilities framework, encompassing the capabilities to act and commit, deliver functions, build relationships and secure support, adapt and renew, and achieve coherence. The findings indicate that protocol policy implementation has generally supported the effective execution of leadership activities; however, institutional capacity has not yet been fully institutionalized. Key strengths include staff commitment, operational flexibility, collaborative networks, and adaptive responses to dynamic leadership agendas. Nevertheless, institutional weaknesses remain evident in the absence of detailed internal standard operating procedures, limited organizational learning mechanisms, and system coherence that relies heavily on informal communication and individual experience. These findings imply the need to strengthen internal protocol procedures, institutionalize continuous capacity development and documented post-activity evaluations, and establish formal inter-organizational coordination mechanisms to enhance sustainable institutional capacity.

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